Prompting peers’ use of choices to promote communication in children with autism spectrum disorder.

Year 2019, Volume: 11 Issue: 2, 116 - 127, 20.12.2019

Christan Grygas Coogle Sloan Storie Jennifer R. Ottley Lisa Hammett Price Naomi L. Rahn

https://doi.org/10.20489/intjecse.670464

Abstract

The purpose of this research was to determine the effect of prompting a preschool student to use choice making with a peer identified with autism spectrum disorder. The researchers used a single case research design. Researchers provided prompting across three thematic play activities. Results show that there was an initial effect in the first activity, which may have resulted in a carry-over effect in the other two activities. While peer-mediated instruction can be an effective meth-od for increasing the dosage of learning opportunities that children with autism spectrum disorder experience in early childhood settings, peers may need more training or ongoing support to sustain their interactions with the child in a meaning-ful way.

Keywords

choice making, autism spectrum disorder, peer-mediated intervention, early childhood

References

• Center for Disease Control. (2020). Data & Statistics. Available from http://www.cdc.gov/ncbddd/autism/data.html
• Coogle, C.G., Floyd, K., Hanline, M.F., & Kellner-Hiczewski, J. (2013). Strategies used in natural environments to promote communication development in young children at risk for autism spectrum disorders. Young Exceptional Children, 16, 11-23. doi:10.1177/1096250612473126
• Coogle, C.G., Storie, S., Ottley, J.R., Rahn, N.L., & Burt, A. (2019). Technology enhanced performance-based feedback to support teacher practice and child outcomes. Topics in Early Childhood Special Education. doi:10.1177/0271121419838624
• DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute.
• DiCarlo, C.F., Baumgartner, J.I., Caballero, J.O. (2017). Using least-to-most assistive prompt hierarchy to increase child compliance with teacher directives in preschool classrooms. Early Childhood Education Journal, 45, 745-754. doi:10.1007/s10643-016-0825-7
• Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/recommendedpractices
• Ganz, J. B., & Flores, M. M. (2008). Effects of the use of visual strategies in play groups for children with autism spectrum disorders and their peers. Journal of Autism and Developmental Disorders, 38, 926–940. doi:10.1007/s10803-007-0463-4
• Gast, D. L., Lloyd, B. P., & Ledford, J. R. (2014). Multiple baseline and multiple probe designs. In D. L. Gast & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (2nd ed., pp. 377-396). New York, NY: Routledge.
• Greenwood, C. R., Carta, J. J., Walker, D., Hughes, K., & Weathers, M. (2006). Preliminary investigations of the application of the Early Communication Indicator (ECI) for infants and toddlers. Journal of Early Intervention, 28, 178-196. doi:10.1177/105381510602800306
• Grisham-Brown, J., Hemmeter, J.W., Schuster, M. L., & Collins, B. C. (2000). Using an embedding strategy to teach preschoolers with significant disabilities. Journal of Behavioral Education, 10, 139-162. doi:10.1023/A:1016688130297
• Guthrie, W., Swineford, L. B., Nottke, C., & Wetherby, A. M. (2013). Early diagnosis of autism spectrum disorder: Stability and change in clinical diagnosis and symptom presentation. Journal of Child Psychology and Psychiatry, 54, 582-590. doi:10.1111/jcpp.12008
• Henderson, K. (2009). Autism spectrum disorders: State part C and part B initiatives to serve a growing population. Retrieved from http://www.nectac.org/
• Horn, E., Lieber, J., Li, S., Sandall, S., & Schwartz, I. (2000). Supporting young children's IEP goals in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20, 208-23. doi:10.1177/027112140002000402
• Horner, R. D., & Baer, D. M. (1978). Multiple-probe technique: A variation of the multiple baseline. Journal of Applied Behavior Analysis, 11, 189-196. doi:10.1901/jaba.1978.11-189
• Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Council for Exceptional Children, 71(2), 165-179. Retrieved from: https://search.proquest.com/docview/201222049?accountid=14698&rfr_id=info%3Axri%2Fsid%3Aprimo
• Individuals with Disabilities Education Act of 2004, Pub. L. No. 108-446, § 101, 118 Stat. 2647 (2004).
• Johnson, J., Rahn, N. L., & Bricker, D. D. (2015). An activity-based approach to early intervention. Baltimore, MD: Paul H. Brookes Publishing Co.
• Jung, S., Sainato, D. M., & Davis, C. A. (2008). Using high-probability request sequences to increase social interactions in young children with autism. Journal of Early Intervention, 30, 163-187. doi:10.1177/1053815108317970
• Juniper Gardens Children’s Project. (2011). ECI coding definitions. Retrieved from http://igdi.ku.edu/wp-content/uploads/2016/04 /ECI-definitions.pdf
• Kaiser, A., & Hampton, L. (2017). Enhanced milieu teaching. In R. J. McCauley, M.E. Fey, & R. Gillam (Eds.), Treatment of language disorders in children (87-120). Baltimore, MD: Brookes Publishing
• Katz, E., & Girolametto, L. (2013). Peer-mediated intervention for preschoolers with ASD implemented in early childhood education settings. Topics in Early Childhood Special Education 33, 133-143. doi:10.1177/0271121413484972
• Koegel, L., Matos-Freden, R., Lang, R., & Koegel, R. (2012). Interventions for children with autism spectrum disorders in inclusive school settings. Cognitive and Behavioral Practice, 19, 401-412. doi:10.1016/j.cbpra.2010.11.003
• Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2012). Single-case intervention research design standards. Remedial and Special Education, 34, 26-38. doi:0741932512452794
• Kratochwill, T., & Levin, J. R. (2010). Enhancing the scientific credibility of single-case intervention research: Randomization to the rescue. Psychological Methods, 15, 124-144. doi:10.1037/a0017736.
• Pretti-Frontczak, K., & Bricker, D. (2001). Use of the embedding strategy during daily activities by early childhood education and early childhood special education teachers. Infant-Toddler Intervention: The Transdisciplinary Journal, 11, 111-128. Retrieved from http://eric.ed.gov/?id=EJ629406
• Sperry, L., Neitzel, J., & Engelhardt-Wells. (2010). Peer-mediated instruction and intervention strategies for students with autism spectrum disorders. Preventing School Failure, 54, 256-264. doi:10.1080/10459881003800529
• Stanton-Chapman, T. L., Kaiser, A. P., Vijay, P., & Chapman, C. (2008). A multicomponent intervention to increase peer-directed communication in Head Start children. Journal of Early Intervention, 30, 188-212. doi:10.1177/1053815108318746
• Watkins, L., O’Reilly, M., Kuhn, M., Gevarter, C., Lancioni, G. E., Sigafoos, J., & Lang, R. (2015). A review of peer-mediated social interaction interventions for students with autism in inclusive settings. Journal of Autism and Developmental Disorders, 45, 1070-1083. doi:10.1007/s10803-014-2264-x
• Whalon, K. J., Conroy, M. A., Martinez, J. R., & Werch, B. L. (2015) School-based peer-related social competence interventions for children with autism spectrum disorder: A meta-analysis and descriptive review of single case research design studies. Journal of Autism Developmental Disorder, 45, 1513-1531. doi:10.1007/s10803-015-2373-1
• Wong, C., Odom, S. L., Hume, K. Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J. B., Fleury, V. P., & Schultz, T. R. (2014). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.